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Working with Children Aged 0-3 and Their Families

DOI link for Working with Children Aged 0-3 and Their Families

Working with Children Aged 0-3 and Their Families book

The Pen Green Approach

Working with Children Aged 0-3 and Their Families

DOI link for Working with Children Aged 0-3 and Their Families

Working with Children Aged 0-3 and Their Families book

The Pen Green Approach
Edited ByTracy Gallagher, Cath Arnold
Edition 1st Edition
First Published 2017
eBook Published 6 July 2017
Pub. location London
Imprint Routledge
DOI https://doi.org/10.4324/9781315562445
Pages 212 pages
eBook ISBN 9781315562445
SubjectsEducation
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Gallagher, T. (Ed.), Arnold, C. (Ed.). (2018). Working with Children Aged 0-3 and Their Families. London: Routledge, https://doi.org/10.4324/9781315562445

This inspiring book shows how Early Years staff can support the best possible practice for children under three and their families whilst making use of the limited funding available. Promoting the idea of infants as powerful learners, the authors focus on 0-3 years as the vital first phase of education and care, which can require a very specific pedagogical approach. They discuss the principles that underpin the practice of working with the youngest children, the critical nature of highly effective pedagogical practice and the important role of family workers in building relationships with parents and the extended family.

Working with Children Aged 0–3 and Their Families explores the challenges and responsibilities of working with young children and communicates the ‘Pen Green approach’. Pen Green has become a focal point for Early Years professionals due to its outstanding Early Years provision. The innovative approach chronicled in this book will encourage practitioners to research their own practice and use the outcomes to create a radical, unique and yet highly effective provision for infants, toddlers and their families.

The book will be of interest to Early Years professionals, foundation and undergraduate students, and early childhood educators.

TABLE OF CONTENTS

chapter |3 pages

Introduction

ByTracy Gallagher

chapter 1|17 pages

Principles for working with children under three and their families

ByTracy Gallagher

chapter 2|22 pages

Setting up the baby and toddler provision at Pen Green

ByTracy Gallagher, Colette Tait

chapter 3|10 pages

Establishing the birth-to-three team and building their capacity to work with young children in an education and care provision

ByMichele Duffy, Tracy Gallagher

chapter 4|14 pages

The role of the Family Worker

ByCath Arnold, Michele Duffy, Sam Coe

chapter 5|16 pages

Supporting families in challenging circumstances

Extending the ‘Key Person’ role
ByKerry McNulty, Judy Potts, Tracy Gallagher

chapter 6|20 pages

Celebrating the voice of the child

ByLesley Hill, Angela Prodger

chapter 7|19 pages

‘Pedagogic Strategies’

A conceptual framework for effective parent and practitioner strategies when working with children under five
ByPenny Lawrence, Tracy Gallagher

chapter 8|16 pages

Consultancy observation

A methodology to promote group reflective capacity
ByColette Tait, Felicity Norton, Tracy Gallagher, Sheena Griffiths-Baker

chapter 9|16 pages

Universal and specialised groups for children under three and their families

ByLorna MacLeod, Elaine Young

chapter 10|27 pages

Growing Together

A group for parents and carers with infants and toddlers
ByCessie Cole, Tracy Gallagher

chapter 11|12 pages

The ‘Being Two’ project

Disseminating good practice locally and nationally
ByKate Hayward, Andrea Layzell, Michele Duffy, Tracy Gallagher
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